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Download PDF by Mark Rowlands: Everything I Know I Learned from TV: Philosophy for the

By Mark Rowlands

ISBN-10: 1407099981

ISBN-13: 9781407099989

"Everything i do know I discovered From television makes use of characters we know and love and their television worlds to give an explanation for the good questions of philosophy. the one skills you must take part are possession of a settee, a handheld remote control, a feeling of humour and an enquiring brain. The philosophy mentioned is particularly a lot 'life' philosophy, answering the questions all of us need to know: How do you outline what's an exceptional existence to steer? The Simpsons disagree over tips to stay with Nietzsche and Diogenes to be had to take facets. what's genuine happiness? Aristotle fights Descartes for the guts and brain of intercourse and the City's Carrie Bradshaw. Can a superb individual do a foul factor? Kant and Socrates pay a choice on Tony Soprano and his latter-day Mob to speak ethical philosophy. the place does love finish and friendship start? Rachel and Ross ask Plato in regards to the philosophy of feelings and sweetness if they're simply strong pals. Is the pursuit of self-knowledge a superb factor? Socrates is helping Niles and Frasier Crane and their dad take care of the relative advantage of the tested and the unexamined lifestyles. and masses more." —Random residence

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Extra resources for Everything I Know I Learned from TV: Philosophy for the Unrepentant Couch Potato

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Apprenticeships are usually vocational training programs in which a student studies and learns on the job, such as in the training of electricians or machinists. In higher education, experiential education has taken the form of internships, which usually consist of unpaid work occurring as a capstone experience, such as when a criminal justice student 28 Toward a Civil Society works at the city court. Cooperative experiences are typically paid-work experiences that are tied to the course work in a particular course of vocational study, such as medical transcription.

All are school-based programs that involve students in regular volunteer service—an average of seventy-seven hours per student—linked to classroom instruction and a formal course curriculum reflection on the service experience. The interim report describes the program impacts for students who participated during the 1995-96 academic year. The final report for the evaluation will examine longer-term, follow-up outcomes and will be completed in early 1998. Major findings to date include the following: service learning had a positive impact on the civic development of program participants; and participants scored significantly higher on measures of personal and social responsibility, acceptance of cultural diversity, and service leadership as compared to a control group.

Rifkin (1995) has emphasized the importance of the "third sector" work, which can not be replaced by technology, as a site for meaningful work in the future. While I have some concerns about how Rifkin would see this work "funded," nevertheless, I agree that this highlights an area of productive work for people who may find themselves with time on their hands and the need to do something meaningful in society. So long as we have the kind of society that we do, one characterized by extremes of economic inequality and all of the consequential problems associated with inequality, more volunteer work is needed than we can provide.

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Everything I Know I Learned from TV: Philosophy for the Unrepentant Couch Potato by Mark Rowlands

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